PSC Rubrics

These are the Rubrics (Standard Sheets) handed out in class. These contain all of the information to be covered and what is required to achieve each level. If you lose yours from class, feel free to print these or purchase another in class for $0.10. (for some reason, the table borders aren't showing up here)

Standard Title	Standard(s)	Topic(s)
I	1a, 1b, 20a, 20b, 20c	Background/History
II	2a. 2b. 2c	Research Methods
III	3a, 3b, 3c	Biological Bases of Behavior
IV	4a, 4b, 4c	Sensation and Perception
V	5a, 5b, 5c, 19a, 19b	States of Consciousness
VI	7a, 7b, 7c	Learning
VII	11a, 11b, 11c, 12a, 12b	Memory & Thought
VIII	13a, 13b, 13c	Intelligence
IX	14a, 14b, 19b, 15a, 15b, 15c	Motivation & Emotion
X	6a, 6b, 6c, 6d, 6e, 6f, 6g, 19a, 19b	Developmental
XI	16a, 16b, 19a, 19b	Personality
XII	17a, 17b, 18a, 18b, 18c	Abnormal (Disorders)
XIII	9a, 9b, 9c, 10a, 10b	Social
P	Critical Thinking	Investigation/Experimentation, Lab Reports,
P	Class Preparedness	Participation, Journal, Homework, Materials, Planner

I. Scientific Inquiry Domain (1a, 1b, 20a, 20b, 20c) PERSPECTIVES IN PSYCHOLOGY (BACKGROUND/HISTORY)
Perspectives in psychological science and research methods, measurement, and statistics used to study psychological phenomena are the foundation of all psychological research and study.
Level 4.0 Evaluation	In addition to Level 3.0, in-depth evaluations and interpretations that go beyond what was taught.
	Level 3.5 Synthesis/Evaluation	In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 Analysis/ Synthesis	I will be able to… Describe the development of psychology as an empirical science and describe the major subfields and theoretical approaches within psychology. Identify career and vocational options in psychology noting educational requirements. The student exhibits no major errors or omissions.
	Level 2.5 Application/Analysis	No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 Comprehension/ Application	There are no major errors or omissions regarding the simpler details and processes as the student: · comprehends or explains specific terminology/details such as: o goals of psychology (describe, explain, predict, control/influence) o pre-scientific psychology o scientific psychology o subfields/classification of psychology o career options/educational requirements o behavioral approach o biological approach o cognitive approach o humanistic approach o psychoanalytic approach o sociocultural approach However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
	Level 1.5 Knowledge/ Comprehension	Partial understanding of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 Knowledge	With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
	Level 0.5	With help, a partial knowledge of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0	Even with help, no understanding or skill demonstrated.

II. Scientific Inquiry Domain (2a, 2b, 2c) RESEARCH METHODS, MEASUREMENT and STATISTICS
Perspectives in psychological science and research methods, measurement, and statistics used to study psychological phenomena are the foundation of all psychological research and study.
Level 4.0 Evaluation	In addition to Level 3.0, in-depth evaluations and interpretations that go beyond what was taught.
	Level 3.5 Synthesis/Evaluation	In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 Analysis/ Synthesis	I will be able to… Differentiate research methods used to study behavior/mental processes. Evaluate these methods and the ethical issues in research on humans and non-human animals. The student exhibits no major errors or omissions.
	Level 2.5 Application/Analysis	No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 Comprehension/ Application	There are no major errors or omissions regarding the simpler details and processes as the student: · comprehends or explains specific terminology/details such as: o experiment (hypothesis, independent variable, dependent variable, experimental group, control group, confounding variable, population, sample, mean, median, mode, counterbalancing, single-blind, double-blind, randomization) o case study o longitudinal study o cross sectional study o ex post facto o naturalistic observation o correlation o survey o validity o reliability o ethics However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
	Level 1.5 Knowledge/ Comprehension	Partial understanding of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 Knowledge	With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
	Level 0.5	With help, a partial knowledge of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0	Even with help, no understanding or skill demonstrated.

III. Biopsychology Domain (3a, 3b, 3c, 3d, 1a, 8c) BIOLOGICAL BASES OF BEHAVIOR
Biology and the environment influence behavior in significant and fundamental ways.
Level 4.0 Evaluation	In addition to Level 3.0, in-depth evaluations and interpretations that go beyond what was taught.
	Level 3.5 Synthesis/Evaluation	In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 Analysis/ Synthesis	I will be able to… Identify and describe the structure and functions of the nervous system and endocrine system and how their interaction with experiences affect behavior. Identify and describe the methods and advances in neuroscience The student exhibits no major errors or omissions.
	Level 2.5 Application/Analysis	No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 Comprehension/ Application	There are no major errors or omissions regarding the simpler details and processes as the student: · comprehends or explains specific terminology/details such as: o historical contributions to biological psychology o imaging techniques: EEG, CAT, PET, MRI, SPECT o neuronal structures/functions (axon, dendrite, synapse, myelin, neurotransmitters, action potential) o nervous system divisions o nervous and endocrine systems anatomy and physiology (including brain divisions and functions) However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
	Level 1.5 Knowledge/ Comprehension	Partial understanding of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 Knowledge	With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
	Level 0.5	With help, a partial knowledge of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0	Even with help, no understanding or skill demonstrated.

IV. Biopsychology Domain (4a, 4b, 4c) Sensation and Perception
Biology and the environment influence behavior in significant and fundamental ways.
Level 4.0 Evaluation	In addition to Level 3.0, in-depth evaluations and interpretations that go beyond what was taught.
	Level 3.5 Synthesis/Evaluation	In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 Analysis/ Synthesis	I will be able to… Explain the processes of sensation and perception, the capabilities and limitations of the sensory systems, and describe how perception is determined by the interaction of the individual and his/her environment. The student exhibits no major errors or omissions.
	Level 2.5 Application/Analysis	No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 Comprehension/ Application	There are no major errors or omissions regarding the simpler details and processes as the student: · comprehends or explains specific terminology/details such as: o sensation o perception o absolute threshold o difference threshold o Weber’s Law o adaptation o habituation o receptors o monocular/binocular depth cues o constancy o anatomy/physiology of sensory systems (visual, auditory, olfactory, gustatory, somesthetic) o perceptual illusions o how experience and expectations influence perception However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
	Level 1.5 Knowledge/ Comprehension	Partial understanding of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 Knowledge	With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
	Level 0.5	With help, a partial knowledge of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0	Even with help, no understanding or skill demonstrated.

V. Biopsychology Domain (5a, 5b, 5c, 5d) CONSCIOUSNESS
Biology and the environment influence behavior in significant and fundamental ways.
Level 4.0 Evaluation	In addition to Level 3.0, in-depth evaluations and interpretations that go beyond what was taught.
	Level 3.5 Synthesis/Evaluation	In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 Analysis/ Synthesis	I will be able to… Identify and describe states of consciousness, characteristics of sleeping and dreaming, psychoactive drugs, and other states of consciousness. The student exhibits no major errors or omissions.
	Level 2.5 Application/Analysis	No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 Comprehension/ Application	There are no major errors or omissions regarding the simpler details and processes as the student: · comprehends or explains specific terminology/details such as: o consciousness o altered state of consciousness o circadian, infradian, ultradian rhythms o sleep cycle, REM, NonREM o compare theories about functions of sleeping, dreaming o the major categories of psychoactive drugs o the biological and psychological effects of psychoactive drugs o how meditation, yoga, relaxation and hypnosis fit in altered states of consciousness However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
	Level 1.5 Knowledge/ Comprehension	Partial understanding of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 Knowledge	With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
	Level 0.5	With help, a partial knowledge of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0	Even with help, no understanding or skill demonstrated.

VI. Development and Learning Domain (7a, 7b, 7c) LEARNING
Biology and the environment influence behavior in significant and fundamental ways.
Level 4.0 Evaluation	In addition to Level 3.0, in-depth evaluations and interpretations that go beyond what was taught.
	Level 3.5 Synthesis/Evaluation	In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 Analysis/ Synthesis	I will be able to… Describe the principles and applications of classical conditioning, operant conditioning, and observational learning. The student exhibits no major errors or omissions.
	Level 2.5 Application/Analysis	No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 Comprehension/ Application	There are no major errors or omissions regarding the simpler details and processes as the student: · comprehends or explains specific terminology/details such as: o classical conditioning o unconditioned stimulus (UCS), unconditioned response (UCR), conditioned stimulus (CR), conditioned response (CR) o extinction o spontaneous recovery o generalization o discrimination o Law of Effect o operant conditioning o shaping o chaining o extinction o discriminative stimulus o reinforcers (positive reinforcement, negative reinforcement, punishment, omission) o continuous reinforcement o intermittent reinforcement (fixed ratio, variable ratio, fixed interval, variable interval) o learned helplessness o learned laziness o observational learning However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
	Level 1.5 Knowledge/ Comprehension	Partial understanding of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 Knowledge	With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
	Level 0.5	With help, a partial knowledge of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0	Even with help, no understanding or skill demonstrated.

VII. Cognition Domain (11a, 11b, 11c, 12a, 12b, 8a) MEMORY and THOUGHT
Investigation of the mental processes that drive behavior
Level 4.0 Evaluation	In addition to Level 3.0, in-depth evaluations and interpretations that go beyond what was taught.
	Level 3.5 Synthesis/Evaluation	In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 Analysis/ Synthesis	I will be able to… Identify factors that influence encoding, storage and retrieval of memory. Define components of thought and obstacles related to thought. Apply principles to improve memory and thought processes. The student exhibits no major errors or omissions.
	Level 2.5 Application/Analysis	No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 Comprehension/ Application	There are no major errors or omissions regarding the simpler details and processes as the student: · comprehends or explains specific terminology/details such as: o encoding o shallow processing (maintenance rehearsal) o deep processing (elaborative rehearsal) o mnemonic o storing o sensory memory o short term memory (serial position effect) o long term memory (episodic, semantic, procedural, explicit, implicit) o retrieval o reconstructive memory o context o state-dependent memory o decay theory o interference theory o repression theory o directed thinking o non-directed thinking o concepts, symbols, rules, images o metacognition o problem solving (strategies, set, rigid thinking, algorithm, heuristics, creativity, flexibility, recombination, insight) o decision making (framing, deductive reasoning, syllogism, inductive reasoning) However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
	Level 1.5 Knowledge/ Comprehension	Partial understanding of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 Knowledge	With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
	Level 0.5	With help, a partial knowledge of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0	Even with help, no understanding or skill demonstrated.

VIII. Cognition Domain (13a. 13b. 13c) INTELLIGENCE
Investigation of the mental processes that drive behavior
Level 4.0 Evaluation	In addition to Level 3.0, in-depth evaluations and interpretations that go beyond what was taught.
	Level 3.5 Synthesis/Evaluation	In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 Analysis/ Synthesis	I will be able to… Define intelligence and distinguish various conceptualizations of intelligence. Evaluate the history of intelligence testing, current methods, and the factors that influence intelligence. The student exhibits no major errors or omissions.
	Level 2.5 Application/Analysis	No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 Comprehension/ Application	There are no major errors or omissions regarding the simpler details and processes as the student: · comprehends or explains specific terminology/details such as: o savant syndrome o intelligence quotient o reliability o validity o norms o aptitude o achievement o historical and current views/terms of intelligence (Galton, Binet, Terman, Spearman, Thurstone, Gardner, Sternberg) o Spearman’s Two Factor Analysis o Thurstone’s Primary Mental Abilities o Gardner’s Multiple Intelligences o Sternberg’s Triarchic Theory o Goleman’s Emotional Intelligence However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
	Level 1.5 Knowledge/ Comprehension	Partial understanding of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 Knowledge	With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
	Level 0.5	With help, a partial knowledge of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0	Even with help, no understanding or skill demonstrated.

IX. Individual Variations Domain (14a, 14b, 15a, 15b, 15c, 19b) MOTIVATION and EMOTION
Highlights individual differences that occur among human beings
Level 4.0 Evaluation	In addition to Level 3.0, in-depth evaluations and interpretations that go beyond what was taught.
	Level 3.5 Synthesis/Evaluation	In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 Analysis/ Synthesis	I will be able to… Explain and differentiate theories of motivation and identify factors influencing various types of motivated behavior. Explain biological and environmental components of emotion and differentiate theories of emotion. The student exhibits no major errors or omissions.
	Level 2.5 Application/Analysis	No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 Comprehension/ Application	There are no major errors or omissions regarding the simpler details and processes as the student: · comprehends or explains specific terminology/details such as: o instinct/biological theory (instinct) o drive-reduction theory (drive) o arousal theory o incentive theory o expectancy-value theory o cognitive consistency theory (cognitive dissonance) o humanistic theory (hierarchy of needs) o eating, sexual, achievement behavior o James-Lange Theory o Canon-Bard Theory o Schacter & Singer Theory o Solomon & Corbit (opponent process) o expression of emotion (factors affecting) However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
	Level 1.5 Knowledge/ Comprehension	Partial understanding of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 Knowledge	With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
	Level 0.5	With help, a partial knowledge of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0	Even with help, no understanding or skill demonstrated.

X. Development and Learning Domain (6a, 6b, 6c, 6d, 6e, 6f, 6g, 8b, 19a, 19b) LIFE SPAN DEVELOPMENT
Biology and the environment influence behavior in significant and fundamental ways.
Level 4.0 Evaluation	In addition to Level 3.0, in-depth evaluations and interpretations that go beyond what was taught.
	Level 3.5 Synthesis/Evaluation	In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 Analysis/ Synthesis	I will be able to… Identify major changes in life span development from conception through death including physical, cognitive, social, emotional and cultural factors. The student exhibits no major errors or omissions.
	Level 2.5 Application/Analysis	No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 Comprehension/ Application	There are no major errors or omissions regarding the simpler details and processes as the student: · comprehends or explains specific terminology/details such as: o prenatal development and growth, influential factors o reflexes, imprinting, separation anxiety, object permanence o Piaget’s Theory of Cognitive Development o conservation, egocentricity, critical period, language acquisition o Kohlberg’s Theory of Moral Development o Frued’s Theory of Psychosexual Development o Erikson’s Theory of Psychosocial Development o primary/secondary sex characteristics o Marcia’s Adolescent Identity Status Categories o identity formation o Levinson’s Theory of Male Development o midlife transition, midlife crisis o empty nest syndrome, menopause o crystallized intelligence, fluid intelligence o Kübler-Ross’s Stages of Psychological Adjustment o senile dementia, Alzheimer’s disease However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
	Level 1.5 Knowledge/ Comprehension	Partial understanding of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 Knowledge	With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
	Level 0.5	With help, a partial knowledge of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0	Even with help, no understanding or skill demonstrated.

XI. Individual Variations Domain (16a, 16b, 16c, 19a, 19b) PERSONALITY
Highlights individual differences that occur among human beings
Level 4.0 Evaluation	In addition to Level 3.0, in-depth evaluations and interpretations that go beyond what was taught.
	Level 3.5 Synthesis/Evaluation	In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 Analysis/ Synthesis	I will be able to… Identify and evaluate various theories of personality. Apply concepts of theories of personality to daily life in relevant manners. The student exhibits no major errors or omissions.
	Level 2.5 Application/Analysis	No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 Comprehension/ Application	There are no major errors or omissions regarding the simpler details and processes as the student: · comprehends or explains specific terminology/details such as: o goals and function of personality theories o tools of assessment o tests (objective/projective) (validity/reliability) o psychoanalytic theory (conscious/preconscious/unconscious thought, psyche, defense mechanisms, psychosexual stages of development, psychosocial stagesof development, personal unconscious, collective unconscious, archetype, introvert, extravert, inferiority complex o behavioristic theory (operant behaviorism, cognitive behaviorism, expectancy theory, internal/external locus of control, social learning theory, reciprocal determinism, observational learning, self-efficacy) o trait theory (cardinal/central traits, factor analysis, “big five” personality dimensions) o humanistic theory (hierarchy of needs, person-centered, self, unconditional positive regard, congruence) o cognitive theory (personal construct theory, attribution theory) However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
	Level 1.5 Knowledge/ Comprehension	Partial understanding of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 Knowledge	With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
	Level 0.5	With help, a partial knowledge of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0	Even with help, no understanding or skill demonstrated.

XII. Individual Variations Domain (17a, 17b, 18a, 18b, 18c, 19a, 19b) PSYCHOLOGICAL DISORDERS (ABNORMAL)
Highlights individual differences that occur among human beings
Level 4.0 Evaluation	In addition to Level 3.0, in-depth evaluations and interpretations that go beyond what was taught.
	Level 3.5 Synthesis/Evaluation	In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 Analysis/ Synthesis	I will be able to… Differentiate categories of psychological disorders, identify specific disorders, their possible causes and potential treatments. Evaluate ethical issues in diagnosing and treating abnormal behavior. The student exhibits no major errors or omissions.
	Level 2.5 Application/Analysis	No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 Comprehension/ Application	There are no major errors or omissions regarding the simpler details and processes as the student: · comprehends or explains specific terminology/details such as: o anxiety based disorders (phobic, panic, generalized anxiety, OCD, PTSD) o somatoform disorders (onversion, soatization, hypochondriasis, somataform pain, body dysmorphic) o dissociative disorders (psychogenic amnesia, psychogenic fugue, DID, depersonalization) o mood/affective disorders (depression, mania, bipolar, SAD) o schizophrenia (hebephrenic, catatonic, paranoid) o personality disorders (paranoid, schizoid, schizotypal, antisocial, borderline, histrionic, narcissistic, avoidant, dependent, passive-aggressive) o describe symptoms/causes of disorders o differentiate psychological approaches and respective treatments However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
	Level 1.5 Knowledge/ Comprehension	Partial understanding of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 Knowledge	With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
	Level 0.5	With help, a partial knowledge of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0	Even with help, no understanding or skill demonstrated.

XIII. Sociocultural Context Domain (9a, 9b, 9c, 10a, 10b) SOCIAL
Addresses how social, cultural, gender, and economic factors influence behavior and human interactions and applies psychology to more specific areas of behavioral and mental processes
Level 4.0 Evaluation	In addition to Level 3.0, in-depth evaluations and interpretations that go beyond what was taught.
	Level 3.5 Synthesis/Evaluation	In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 Analysis/ Synthesis	I will be able to… Describe and explain social interactions, influences and relationships. Identify social and cultural diversity and apply explanations and theories to daily life in relevant manners. The student exhibits no major errors or omissions.
	Level 2.5 Application/Analysis	No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 Comprehension/ Application	There are no major errors or omissions regarding the simpler details and processes as the student: · comprehends or explains specific terminology/details such as: o Heider’s Attribution Theory o attitudes (factors affecting attitudes and change, cognitive consistency, self-fulfilling prophecy, stereotyping, prejudice, discrimination) o persuasion (communication, sleeper effect, inoculation effect, brainwashing) o friendship (proximity, reward values, physical appearance, approval, similarity, complimentarity) o forming impressions (primacy, recency effects, schemas) o group dynamics (how groups are held together, norms, social facilitation/inhibition, conformity, obedience) o aggression (factors affecting aggression), conflict, altruism (diffusion of responsibility, bystander effct) o attraction, relationships (family, love) o nonverbal communication o how social and cultural diversity (including gender) affect our interactions and behavior However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
	Level 1.5 Knowledge/ Comprehension	Partial understanding of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 Knowledge	With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
	Level 0.5	With help, a partial knowledge of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0	Even with help, no understanding or skill demonstrated.

P. Class Preparedness; Investigation and Experimentation CRITICAL THINKING, PARTICIPATION, MATERIALS, DAILY REVIEW
Scientific progress is made by asking meaningful questions and conducting careful investigations.
Level 4.0 Evaluation	In addition to Level 3.0, in-depth evaluations and interpretations that go beyond what was taught.
	Level 3.5 Synthesis/Evaluation	In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 Analysis/ Synthesis	I will be able to… a) Predict, observe, and conclude results based on evidence b) Apply appropriate selection/usage of tools and materials in answering scientific inquiries c) Analyze possible errors or inconsistencies in data d) Recognize the usefulness and limitations of theories/models e) Analyze and evaluate science-based issues f) Demonstrate appropriate research techniques in order to answer daily review questions and journal entries g) Effectively participate in class discussions and attend class regularly (with minimal tardies/absences) h) Compose relevant and complete notes on topics covered in class and in the textbook. i) Prepares for class by bringing required and appropriate materials. The student exhibits no major errors or omissions.
	Level 2.5 Application/Analysis	No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 Comprehension/ Application	There are no major errors or omissions regarding the simpler details and processes as the student: · comprehends or explains specific terminology/details such as: o problem/purpose/hypothesis/data/observations/conclusion o theory o review o on-time o participation o attendance o notes/reflection/summary o vocabulary o how to write a lab report using Scientific Method o how to relate a societal issue to Psychology o how attendance, participation, taking notes and having required materials will positively affect performance However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
	Level 1.5 Knowledge/ Comprehension	Partial understanding of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 Knowledge	With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
	Level 0.5	With help, a partial knowledge of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0	Even with help, no understanding or skill demonstrated.

P. Class Preparedness; Investigation and Experimentation (1a-n) SCIENTIFIC METHOD LAB REPORTS
Scientific progress is made by asking meaningful questions and conducting careful investigations.
Level 4.0 Evaluation	In addition to Level 3.0, in-depth evaluations and interpretations that go beyond what was taught.
	Level 3.5 Synthesis/Evaluation	In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 Analysis/ Synthesis	I will be able to… Analyze a particular problem and synthesize a cohesive and thorough Lab Report using Scientific Method to solve the problem including all of the criteria listed in “Scientific Method for Lab Reports”. (see handout or web site for criteria) The student exhibits no major errors or omissions.
	Level 2.5 Application/Analysis	No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 Comprehension/ Application	There are no major errors or omissions regarding the simpler details and processes as the student: · comprehends or explains specific terminology/details such as: o Stating the Problem and Purpose o Developing/writing a Hypothesis o Making and Listing objective Observations o Collecting and organizing Data (numerical measurements) o Writing a Conclusion answering the Hypothesis and supporting with Data/Observations However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
	Level 1.5 Knowledge/ Comprehension	Partial understanding of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 Knowledge	With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
	Level 0.5	With help, a partial knowledge of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0	Even with help, no understanding or skill demonstrated.

P/I-XII. Class Preparedness; Investigation and Experimentation CORNELL NOTES
Scientific progress is made by asking meaningful questions and conducting careful investigations.
Level 4.0 Evaluation	In addition to Level 3.0, in-depth evaluations and interpretations that go beyond what was taught.
	Level 3.5 Synthesis/Evaluation	In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 Analysis/ Synthesis	I will be able to… Organize and write effective Cornell Notes about each standard topic including required vocabulary, reflections, and summaries/evaluations. The student exhibits no major errors or omissions.
	Level 2.5 Application/Analysis	No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 Comprehension/ Application	There are no major errors or omissions regarding the simpler details and processes as the student: · comprehends or explains specific terminology/details such as: o Cornell Note taking procedure o vocabulary o notes section o reflection section o summary o evaluation However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
	Level 1.5 Knowledge/ Comprehension	Partial understanding of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 Knowledge	With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
	Level 0.5	With help, a partial knowledge of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0	Even with help, no understanding or skill demonstrated.

Research Methods

I. Scientific Inquiry Domain (1a, 1b, 20a, 20b, 20c)

PERSPECTIVES IN PSYCHOLOGY (BACKGROUND/HISTORY)

Level 4.0

Synthesis/Evaluation

Application/Analysis

Knowledge/

Comprehension

II. Scientific Inquiry Domain (2a, 2b, 2c)

RESEARCH METHODS, MEASUREMENT and STATISTICS

Level 4.0

Synthesis/Evaluation

Application/Analysis

Knowledge/

Comprehension

III. Biopsychology Domain (3a, 3b, 3c, 3d, 1a, 8c)

BIOLOGICAL BASES OF BEHAVIOR

Level 4.0

Synthesis/Evaluation

Application/Analysis

Knowledge/

Comprehension

IV. Biopsychology Domain (4a, 4b, 4c)

Sensation and Perception

Level 4.0

Synthesis/Evaluation

Application/Analysis

Knowledge/

Comprehension

V. Biopsychology Domain (5a, 5b, 5c, 5d)

CONSCIOUSNESS

Level 4.0

Synthesis/Evaluation

Application/Analysis

Knowledge/

Comprehension

VI. Development and Learning Domain (7a, 7b, 7c)

LEARNING

Level 4.0

Synthesis/Evaluation

Application/Analysis

Knowledge/

Comprehension

VII. Cognition Domain (11a, 11b, 11c, 12a, 12b, 8a)

MEMORY and THOUGHT

Level 4.0

Synthesis/Evaluation

Application/Analysis

Knowledge/

Comprehension

VIII. Cognition Domain (13a. 13b. 13c)

INTELLIGENCE

Level 4.0

Synthesis/Evaluation

Application/Analysis

Knowledge/

Comprehension

IX. Individual Variations Domain (14a, 14b, 15a, 15b, 15c, 19b)

MOTIVATION and EMOTION

Level 4.0

Synthesis/Evaluation

Application/Analysis

Knowledge/

Comprehension

LIFE SPAN DEVELOPMENT

Level 4.0

Synthesis/Evaluation

Application/Analysis

Knowledge/

Comprehension

XI. Individual Variations Domain (16a, 16b, 16c, 19a, 19b)

PERSONALITY

Level 4.0

Synthesis/Evaluation

Application/Analysis

Knowledge/

Comprehension

XII. Individual Variations Domain (17a, 17b, 18a, 18b, 18c, 19a, 19b)

PSYCHOLOGICAL DISORDERS (ABNORMAL)

Level 4.0